At the beginning of the lesson, we explained to the students what they would be learning about, and how they could avoid them. We began class with a little skit that we improvised because our video did not work on the school’s computer. Not only did I feel that our skit was improvised well, but I think they were able to relate to the scenario. By interacting with our skit first, the students were more willing to put effort into their skits, and it was not as nerve-racking to get up in front of the class. Besides the fact that our video did not work, we followed our scope and sequence to a tee. The planning not only helped us be prepared, but it boosted our confidence and we were much more relaxed. Our cooperating teacher was very helpful with gathering our resources. She gave us access to the laminator, the printing shop, and the media room. She had all of our note sheets printed for us when we arrived to class, and we laminated our scam resource sheets 2 days before. The resources were very helpful, and the students took the time to read through all of the information before presenting. They displayed ideas that Sarah and I had not even come up with as a possibility. The assessment we used in our lesson was going through the scam note sheet at the end of class and having the students tell us the tips they learned. We were also able to assess the students through discussion and real-life scenarios they shared. I felt the classroom environment was very much at ease. The students were very respectful the entire time, and always participated. The students surpassed our expectations by bringing new ideas and examples to the lesson that we had not thought of. The classroom is set up as lecture style, but once the students got into groups, they moved around to suit their needs. Sarah and I walked around the room and helped students as they came up with their skits, and everyone seemed to be very focused on the task at hand. After the skits, we were able to talk with each group and assess whether or not they fully understood their scenario. They also helped explain to the class a little more in depth what their skit entailed. I learned from teaching this activity, that allowing students to get involved with the lesson makes it much more enjoyable for everyone. I loved watching them take initiative while performing, and not being afraid to teach the class. I feel this lesson helped these students realize that these situations are real, and they are now able to look out for scams more effectively. If I could change anything, I would have planned more questions for the end of class or had a closing activity. I feel my professionalism has developed so much since when I first walked in the building. I feel like I have made good relationships with the office staff, the printing staff, and other teachers on campus. The students show me respect and thank me every time I come to participate in their classroom. I was afraid of being seen as a students because of my age, but thankfully the students gave me the respect I have been yearning for.
Besides the fact that our video did not work, we followed our scope and sequence to a tee. The planning not only helped us be prepared, but it boosted our confidence and we were much more relaxed. Our cooperating teacher was very helpful with gathering our resources. She gave us access to the laminator, the printing shop, and the media room. She had all of our note sheets printed for us when we arrived to class, and we laminated our scam resource sheets 2 days before. The resources were very helpful, and the students took the time to read through all of the information before presenting. They displayed ideas that Sarah and I had not even come up with as a possibility.
The assessment we used in our lesson was going through the scam note sheet at the end of class and having the students tell us the tips they learned. We were also able to assess the students through discussion and real-life scenarios they shared.
I felt the classroom environment was very much at ease. The students were very respectful the entire time, and always participated. The students surpassed our expectations by bringing new ideas and examples to the lesson that we had not thought of. The classroom is set up as lecture style, but once the students got into groups, they moved around to suit their needs. Sarah and I walked around the room and helped students as they came up with their skits, and everyone seemed to be very focused on the task at hand.
After the skits, we were able to talk with each group and assess whether or not they fully understood their scenario. They also helped explain to the class a little more in depth what their skit entailed.
I learned from teaching this activity, that allowing students to get involved with the lesson makes it much more enjoyable for everyone. I loved watching them take initiative while performing, and not being afraid to teach the class. I feel this lesson helped these students realize that these situations are real, and they are now able to look out for scams more effectively. If I could change anything, I would have planned more questions for the end of class or had a closing activity.
I feel my professionalism has developed so much since when I first walked in the building. I feel like I have made good relationships with the office staff, the printing staff, and other teachers on campus. The students show me respect and thank me every time I come to participate in their classroom. I was afraid of being seen as a students because of my age, but thankfully the students gave me the respect I have been yearning for.